My lesson plan is actually more of a unit. It began with students writing a speech based on a theme that could unite our school. They then created a movie to go along with the speech to increase persuasion.
My unit was titled "Debate and Persuasive Writing." It incorporated tools such as ipod touches and online meeting rooms to engage students in debates. Students then wrote a persuasive paper on the topic of their choice. At this time, we will just barely have time to finish the paper. Had we more time in the year, (or less testing in Trimester 3) I would have liked to have the students participate in online forums or debate sites with students from other schools. I guess maybe next year!
My participation in the E2T2 grant this year was personally rewarding, as I had hoped to learn and discover new and improved ways to enhance my teaching. Last year was my first year in this profession and if there was one thing I came away with it was that using technology was the most obvious way to motivate students. Therefore, it was important to me to find ways to incorporate it to increase daily motivation and retention. I heard about the grant and my first thought was “Wow, and I’ll get paid for it?” So, it was perfect timing. I learned so much more than I would have had I been trying to do it all on my own.
One thing I learned about myself was that my detailed, organized way of thinking and planning did not always ensure a smooth experience in the computer lab. I had to adapt and be much more flexible than usual. I would say this is one of the traits I have developed more than any other this year: flexibility. This is fortunate for me, as it is a characteristic of technology-enriched education. I want to hone this skill so that I can confidently follow unchartered paths if that’s where my students’ curiosity takes us. I have also bought into the idea that student centered and student directed learning is much more productive than teacher-driven learning.
One specific teaching practice I implemented this year was to have more references, examples, and models available to students as they needed them. For example, I created several “how-to” videos with Jing that my students can access anywhere or anytime they need a reminder on how to log on to the server, how to change the format of a powerpoint slide, how to save a file to their wiki page, etc… I also utilized the wiki and the eboard to have extra copies of syllabus’, assignments, and calendars available. This is something that I know I can do better and more of in the future. I want to continue to improve communication and expectations with students and parents using such tools.
This year I researched, created, and planned how to use blogging in my Language Arts/ELA classroom. However, in spite of doing all of this leg-work I never got around to actually implementing it! So, this is another step I’d like to take in the future. I feel it is a powerful tool for student self-reflection and possible publication. I can envision multiple ways in which students and teacher can share work, ideas, and create an easily organized and accessible writing portfolio.
As you can see, I have definitely changed some of my attitudes towards teaching through the course of this year and as a result of my participation in this grant. I thoroughly expect to continue evolving my teaching knowledge and repertoire in the following years to positively impact my students’ learning and achievement.
Literature Review
I read Reinventing Project-Based Learning at two very different stages of my own quest to integrate technology into my curriculum. The first 4 chapters I read at the outset of the grant work. I remember being impressed by the amount of links to educational blogs and Web 2.0 tools. I was highlighting rapidly and wondered when I would ever find time to browse through every one that sounded promising. Then, I read the next several chapters a few months later, just as I was putting together my unit plan. The timing was great as it prompted me to consider incorporating many ideas I had not otherwise thought of. The chapters I thought were most useful and enlightening were “Imagining the Possibilities,” “Strategies for Discovery,” and “Project Management Strategies for Teachers and Learners,” all in Section II.
Before reading these three chapters I thought that layering technology into what I currently do would be considered 21st Century Learning. Then, I started questioning this while reading the Essential Learning Functions that begin on page 54. I realized that deep learning would require a much different approach and new techniques. This was later confirmed for me on page 61 where the authors wrote, “Having students research a topic on the Internet and then present it in an electronic slideshow is not a quality project- it is just a dressed-up version of a research report.” I realized that for true project-based and 21st Century Learning I needed to reach way outside of my comfort zone and expose myself and my classroom to a new style of learning.
The authors shared many examples of projects that have been created by teachers and then shared through blog posts or wikis. These examples further exposed my misconception about technology-rich projects. They also inspired me to take cues from my students as to what motivates and interests them. I began writing lists of questions and debate topics on chart paper as they came up in class, well before my unit idea actually took shape. I knew the standards I wanted to meet were centered on research and persuasion and that was enough to begin recording these topics. Also, since I had read that collaboration was a major function of project-based learning, I began to afford students more opportunities to work together and stressed the importance of learning to work with all types of people with problem solving as the overreaching goal.
I would say that my students’ learning was influenced in a very positive way because of the increase in motivation brought on by the use of technology. Because writing is very difficult for my students who are all ELA and a high percentage SPED, it is critical to add motivational elements such as an accompanying artistic presentation to a paper or an authentic experience or a real audience. Something I will strive to do better in future lessons and units is to build in collaboration and make sure there is a live audience.
In conclusion, this text had a definite impact on my teaching philosophy. It has made me realize that my classroom needs to change to help my students prepare for the their world. Their world is much faster, more stimulating, and infinitely more creative than mine was during my school years. For this reason, I cannot take the same approach as my teachers took. My students need to know how to use current technology to connect with the world outside their classroom. They need to learn how to use some of the many tools at their disposal to be effective problem solvers and critical thinkers. I see this area as one in which I will constantly be striving to improve in the years to come. My lesson plans will continue to evolve as I discover new tools to implement to meet content objectives and foster greater interest, motivation, and learning.
E2T2 Portfolio Page for Laurie Blickenstaff
Summary
My lesson plan is actually more of a unit. It began with students writing a speech based on a theme that could unite our school. They then created a movie to go along with the speech to increase persuasion.My unit was titled "Debate and Persuasive Writing." It incorporated tools such as ipod touches and online meeting rooms to engage students in debates. Students then wrote a persuasive paper on the topic of their choice. At this time, we will just barely have time to finish the paper. Had we more time in the year, (or less testing in Trimester 3) I would have liked to have the students participate in online forums or debate sites with students from other schools. I guess maybe next year!
Shared Lessons, Units, and Resources
http://www.masher.com/player.jsp?key=8a1e3adf-e7d2-b08c-ff4b-0000a73dd54f&adscheme=0
Blog Entries
Check out my blog! http://mrsblick2009.blogspot.com/
Mrs. Blick's Blog
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Student Work Samples
Theme videos:
Theme video-student example Corresponding Theme speecTheme video- student example Corresponding Theme speech:
Debate transcripts:
ipod touch/todaysmeet debate transcript 1:
ipod touch/todaysmeet debate transcript 2:
Persuasive Essays: (Coming soon...)
Summative Narrative
My participation in the E2T2 grant this year was personally rewarding, as I had hoped to learn and discover new and improved ways to enhance my teaching. Last year was my first year in this profession and if there was one thing I came away with it was that using technology was the most obvious way to motivate students. Therefore, it was important to me to find ways to incorporate it to increase daily motivation and retention. I heard about the grant and my first thought was “Wow, and I’ll get paid for it?” So, it was perfect timing. I learned so much more than I would have had I been trying to do it all on my own.One thing I learned about myself was that my detailed, organized way of thinking and planning did not always ensure a smooth experience in the computer lab. I had to adapt and be much more flexible than usual. I would say this is one of the traits I have developed more than any other this year: flexibility. This is fortunate for me, as it is a characteristic of technology-enriched education. I want to hone this skill so that I can confidently follow unchartered paths if that’s where my students’ curiosity takes us. I have also bought into the idea that student centered and student directed learning is much more productive than teacher-driven learning.
One specific teaching practice I implemented this year was to have more references, examples, and models available to students as they needed them. For example, I created several “how-to” videos with Jing that my students can access anywhere or anytime they need a reminder on how to log on to the server, how to change the format of a powerpoint slide, how to save a file to their wiki page, etc… I also utilized the wiki and the eboard to have extra copies of syllabus’, assignments, and calendars available. This is something that I know I can do better and more of in the future. I want to continue to improve communication and expectations with students and parents using such tools.
This year I researched, created, and planned how to use blogging in my Language Arts/ELA classroom. However, in spite of doing all of this leg-work I never got around to actually implementing it! So, this is another step I’d like to take in the future. I feel it is a powerful tool for student self-reflection and possible publication. I can envision multiple ways in which students and teacher can share work, ideas, and create an easily organized and accessible writing portfolio.
As you can see, I have definitely changed some of my attitudes towards teaching through the course of this year and as a result of my participation in this grant. I thoroughly expect to continue evolving my teaching knowledge and repertoire in the following years to positively impact my students’ learning and achievement.
Literature Review
I read Reinventing Project-Based Learning at two very different stages of my own quest to integrate technology into my curriculum. The first 4 chapters I read at the outset of the grant work. I remember being impressed by the amount of links to educational blogs and Web 2.0 tools. I was highlighting rapidly and wondered when I would ever find time to browse through every one that sounded promising. Then, I read the next several chapters a few months later, just as I was putting together my unit plan. The timing was great as it prompted me to consider incorporating many ideas I had not otherwise thought of. The chapters I thought were most useful and enlightening were “Imagining the Possibilities,” “Strategies for Discovery,” and “Project Management Strategies for Teachers and Learners,” all in Section II.Before reading these three chapters I thought that layering technology into what I currently do would be considered 21st Century Learning. Then, I started questioning this while reading the Essential Learning Functions that begin on page 54. I realized that deep learning would require a much different approach and new techniques. This was later confirmed for me on page 61 where the authors wrote, “Having students research a topic on the Internet and then present it in an electronic slideshow is not a quality project- it is just a dressed-up version of a research report.” I realized that for true project-based and 21st Century Learning I needed to reach way outside of my comfort zone and expose myself and my classroom to a new style of learning.
The authors shared many examples of projects that have been created by teachers and then shared through blog posts or wikis. These examples further exposed my misconception about technology-rich projects. They also inspired me to take cues from my students as to what motivates and interests them. I began writing lists of questions and debate topics on chart paper as they came up in class, well before my unit idea actually took shape. I knew the standards I wanted to meet were centered on research and persuasion and that was enough to begin recording these topics. Also, since I had read that collaboration was a major function of project-based learning, I began to afford students more opportunities to work together and stressed the importance of learning to work with all types of people with problem solving as the overreaching goal.
I would say that my students’ learning was influenced in a very positive way because of the increase in motivation brought on by the use of technology. Because writing is very difficult for my students who are all ELA and a high percentage SPED, it is critical to add motivational elements such as an accompanying artistic presentation to a paper or an authentic experience or a real audience. Something I will strive to do better in future lessons and units is to build in collaboration and make sure there is a live audience.
In conclusion, this text had a definite impact on my teaching philosophy. It has made me realize that my classroom needs to change to help my students prepare for the their world. Their world is much faster, more stimulating, and infinitely more creative than mine was during my school years. For this reason, I cannot take the same approach as my teachers took. My students need to know how to use current technology to connect with the world outside their classroom. They need to learn how to use some of the many tools at their disposal to be effective problem solvers and critical thinkers. I see this area as one in which I will constantly be striving to improve in the years to come. My lesson plans will continue to evolve as I discover new tools to implement to meet content objectives and foster greater interest, motivation, and learning.